Unit7Lesson21TotheSouthPole（第一課時(shí)）教學(xué)設(shè)計(jì)九年級(jí)英語北師大版全一冊(cè)

Unit7Lesson21TotheSouthPole（第一課時(shí)）

LessonFocus

·ReadingtorecognisethetopicsentencesinastoryaboutajourneytotheSouthPole

·Talkingaboutajourneyanditsdifficulties

Warmup

Exercise1

Purpose:tohelpstudentsthinkaboutwordsrelatedtotheNorthPoleandtheSouthPole.

Drawapictureofacircleontheboard.Ask“What'sthis?”Encouragestudentstoguessobjectshavingacircularshape.Elicittheanswer"theEarth"bydrawingthingssuchasabigsunandasmallmoonbythecircle.ThendrawlinesatthetopandbottomofthecircletorepresenttheNorthPoleandtheSouthPole(asfoundontheglobe.Havestudentsidentifythese.Writethenamesontheboard.Youmayskipthisstepifyoufeelstudentsarereadytodotheexercise.

DirectstudentstothewordsinExercise1.Ask“ArethesewordsrelatedtotheNorthPoleortheSouthPole?”AskstudentstowriteNPorSPnexttoeachword.

Discusstheanswersasaclass.Askindividualstudentstosaytheanswersaloud.

Answers

Antarctica(SP),Arctic(NP),polarbears(NP),penguins(SP)

Exercise2

Purpose:tohelpstudentsdiscusswhattheyknowabouttheSouthPoleandthinkaboutajourneylikethat

Ask“WhatdoyouknowabouttheSouthPole?Whatistheweatherlike?”Brainstormideaswithstudentsandwritemainpointsontheboard

Thenask“WhowouldliketotakeajourneytotheSouthPole?”Askforashowofhands.Havestudentsgivereasonswhyorwhynot.

WritetheheadingJourneytotheSouthPoleontheboard.Havestudentsgetintogroups.Directthemtoanswerthequestion:“WhyarethejourneystotheSouthPoledifficult?”Haveonestudentineachgrouptakenotes.

Haveeachteamshareadifficultywiththeclass.(Encouragethemtopresentanideathatanothergrouphasnotyetidentified.)Writetheirideasontheboard.

Askstudentstoreturntotheirgroups.Havethemthinkaboutthosedifficultiesandanswerthequestion:“Whatsuppliesareneededforajourneylikethis?”Havethemmakeachecklistofitems,noting10itemsthattheythinkaremostimportant.Monitorasstudentstalk,offeringhelpasneeded.sinbot

Askonememberfromeachteamtowritethechecklistontheboard.etogetherasaclassandparetheselists.Encouragestudentstoexplaintheirchoices.

Expansion:ShowWhatYouKnow!

TellstudentsthatyouaregoingtogivethemalittletestaboutAntarctica.Saythesethreestatementsaloudandthenwritethreepossibleanswersforeachontheboard.Havestudentsselectandwritedowntheiranswers(a,borc).

1.WhatisthecoldestithasbeeninAntarctica?

(a)minus39degreesC

(b)minus59degreesC

(c)minus89degreesC

2.Howmuchoftheworld'siceisfoundinAntarctica?(a)25%(b)60%(c)90%

3.WhendidthefirstpeoplereachtheSouthPole?

(a)1811(b)1911(e)2011

Answers

1.с,2.с.3.b

?RoaldAmundsenofNorwayinDecember1911

Reading

Exercise3

Purpose:tohelpstudentsscanthetexttoanswerquestionsbasedonatext

Directstudentstothetext.Ask“Whatisinterestingaboutthewritingofthistext?”Havestudentsnotetheuseof“I”inthewriting.(Itiswritteninfirstperson.Thewriteriswritingabouthisownexperiences.)Ifyoufeelyourstudentsareready,youmayskipthisstep.

Directstudentstotheinstructionline.Askstudentstotellyouwhatscanningis.Makesurestudentsunderstandthatscanningatextmeanslookingatitcarefullytofindsomespecificinformation.Say“Scanthetext.Findanswerstothequestions”.Monitorasstudentsread,offeringhelpasneeded.

Goovertheanswers,askingindividualstudentstosaytheanswersaloud.Encouragethemtorespondinpletesentences.

Answers

Answerswillvarybutshouldincludethefollowing:

Thewriterisonanexpedition(journey)totheSouthPole.

Hehasspent45daysthere.

Heistherewithadoctorandotherteammates.

Expansion:KeepTalking!

Askstudentstoscanthetextformoreinformation.Herearesomeadditionalquestionsyoucanaskthem:

1.How'stheweatheronDay45oftheexpedition?(windy,snowy,subzerotemperatures)

2.Howmanyhoursadaydotheyusuallywalk?(12hoursaday)

3.HowmanyyearsagodidRoaldAmundsentraveltotheSouthPole?(morethan100yearsago)

Exercise4

Purpose:tohelpstudentsidentifytopicsentencesinatext

Directstudentstothefirstparagraphofthetext.Ensurethatstudentsunderstandthemeaningofthewordexpedition,whichisajourneywithaclearfocus.Say“Findthesentenceintheparagraphthatexpressesthemainideaoftheparagraph”.Givestudentsafewmomentstoreadandthinkabouttheparagraph.ElicitThismustbeoneofthemostdifficultdaysI'veeverhad.Explainthatwecallthesentenceinaparagraphthatexpressesthemainideaofthatparagraphatopicsentence.

DirectstudentstotheReadingHelpbox.Askthemtoreadthestatements.Thensay“Lookatthesecondparagraph.Whichofthesentencesinthisparagraphisthetopicsentence?”Givestudentsamomenttoreadandthendiscusstheirideaswithapartner.ElicitThiswholetriphasbeenverydifficult.NotehowthissentenceisfoundatthebeginningofParagraph2,butthatatopicsentenceisn'talwaysthefirstsentenceofaparagraph.

Thendirectstudentstoitem2undertheReadingHelpbox.Say“Nowwritedownthetopicsentenceforparagraph2”.Afterstudentsfinish,havethemlookatthethreechoicesunderthetopicsentence.IAsk“Whichofthesesentencessupportsthetopicsentence?”Givestudentsamomenttoreadthesentencesandmaketheirchoice.ElicitSometimesIcan'